WEBVTT 00:00:08.119 --> 00:00:11.880 Welcome to Unlimited Parenting. This is a show 00:00:11.880 --> 00:00:15.439 where we talk about what it's like having children 00:00:15.439 --> 00:00:18.000 with disabilities and or special health care 00:00:18.000 --> 00:00:20.320 needs. I was about to say being parents with 00:00:20.320 --> 00:00:22.559 special health care needs and that could be true 00:00:22.559 --> 00:00:25.420 too. That's going to be another episode. What 00:00:25.420 --> 00:00:31.280 it's like parenting differently abled children. 00:00:31.699 --> 00:00:34.020 You have your own special health care needs. 00:00:34.320 --> 00:00:38.979 Exactly. Another episode coming. This is part 00:00:38.979 --> 00:00:43.500 three of our series on the 10 steps to special 00:00:43.500 --> 00:00:46.899 education. So we've already done steps one and 00:00:46.899 --> 00:00:49.979 two and three and four. So at this point in your 00:00:49.979 --> 00:00:55.159 journey, your child has been assessed for an 00:00:55.159 --> 00:00:58.240 IEP and they have been found eligible. And now 00:00:58.240 --> 00:01:00.140 you're at the stage where you're going to set 00:01:00.140 --> 00:01:03.979 the meeting and then attend. the meeting so if 00:01:03.979 --> 00:01:07.500 all of this is new to you i do suggest starting 00:01:07.500 --> 00:01:10.959 back at the beginning if you are going in for 00:01:10.959 --> 00:01:14.459 a refresher for this upcoming school year and 00:01:14.459 --> 00:01:18.060 your child had an iep in the year previous you 00:01:18.060 --> 00:01:20.500 probably don't need to go more yeah this might 00:01:20.500 --> 00:01:23.159 be a good starting point if you unless of course 00:01:23.159 --> 00:01:25.420 you enjoy the sound of our voices and then i 00:01:25.420 --> 00:01:28.519 encourage you go back there's lots of giggling 00:01:28.519 --> 00:01:33.120 um Okay, so just so that we can set the stage, 00:01:33.260 --> 00:01:36.219 step five is before the meeting and step six 00:01:36.219 --> 00:01:39.200 is the IEP meeting held and the plan written. 00:01:39.379 --> 00:01:43.079 So all of this applies to no matter what state, 00:01:43.239 --> 00:01:46.700 what state, no matter what city you are in Idaho. 00:01:47.239 --> 00:01:49.760 If you're in the great state of Ada. it applies 00:01:49.760 --> 00:01:52.120 that's where you every that's my favorite thing 00:01:52.120 --> 00:01:54.000 to say that's my favorite thing to say from everywhere 00:01:54.000 --> 00:01:56.939 from everywhere so let's again set the stage 00:01:56.939 --> 00:01:59.519 so the meeting is scheduled so when you're scheduling 00:01:59.519 --> 00:02:02.859 an iep meeting that is coming from the team someone 00:02:02.859 --> 00:02:04.640 yeah you're gonna head yeah you're not scheduling 00:02:04.640 --> 00:02:08.560 it yeah but all participants for the meeting 00:02:08.560 --> 00:02:11.639 are going to be contacted and it's going to be 00:02:11.639 --> 00:02:14.520 scheduled at a mutually beneficial time so this 00:02:14.520 --> 00:02:18.090 though is a good Hard to pause and say that there 00:02:18.090 --> 00:02:21.389 may be less people than was at your eligibility 00:02:21.389 --> 00:02:24.889 meeting. A thousand percent. Yeah. Because you 00:02:24.889 --> 00:02:27.349 might not have needed those speech services or 00:02:27.349 --> 00:02:29.789 some you might not have an SLP at your upcoming 00:02:29.789 --> 00:02:32.689 meeting. Yeah. But the minimum is the four core 00:02:32.689 --> 00:02:35.750 members, which is the parent or guardian, the 00:02:35.750 --> 00:02:39.449 district representative, the special education 00:02:39.449 --> 00:02:42.129 teacher and the general education teacher. And 00:02:42.129 --> 00:02:45.400 the student, if appropriate. Yes. Thank you for 00:02:45.400 --> 00:02:50.000 saying that because I could easily go down so 00:02:50.000 --> 00:02:53.159 many rabbit holes with this. Talk about a deep 00:02:53.159 --> 00:02:56.879 dive. There are three different IEPs. Oh, yeah. 00:02:56.979 --> 00:03:00.740 So we're going to assume that your child, that 00:03:00.740 --> 00:03:03.060 in our scenario, we're going to look at a standard 00:03:03.060 --> 00:03:05.479 IEP. Because talk about getting into the weeds. 00:03:05.740 --> 00:03:08.020 Yeah. There's the early childhood. There's the 00:03:08.020 --> 00:03:10.080 standard. And then there's the transition to 00:03:10.080 --> 00:03:12.680 adulthood. So we're going to, we're going to. 00:03:12.699 --> 00:03:14.960 And they each have different standards and requirements. 00:03:15.500 --> 00:03:19.360 Yeah. So. And those are one -offs. Exactly. So 00:03:19.360 --> 00:03:24.099 if your child is between kindergarten and 13, 00:03:24.360 --> 00:03:29.159 14. Yep. Then you're here with us. Yep. Okay. 00:03:29.520 --> 00:03:33.500 So we're contacting all of the people. Schedule 00:03:33.500 --> 00:03:35.120 the meeting at a convenient time and location. 00:03:35.439 --> 00:03:38.479 Notify parents of the purpose, time, location 00:03:38.479 --> 00:03:41.319 of meeting. You should also be notified as the 00:03:41.319 --> 00:03:43.639 parent on who will be attending the meeting. 00:03:44.479 --> 00:03:47.860 And that you can, in fact, invite other people 00:03:47.860 --> 00:03:51.099 to attend with you. Anyone who can speak to how 00:03:51.099 --> 00:03:55.639 your child's disability affects them. Or alternatively, 00:03:55.639 --> 00:03:58.520 if you just have a friend who's maybe a meticulous 00:03:58.520 --> 00:04:01.370 note taker. and you just want to capture everything, 00:04:01.770 --> 00:04:04.110 you could do that as well. I would also say this 00:04:04.110 --> 00:04:06.909 is a really good time to, if there are those 00:04:06.909 --> 00:04:10.009 people that maybe cannot attend, but they still 00:04:10.009 --> 00:04:12.530 want to provide input, like maybe you have an 00:04:12.530 --> 00:04:16.230 outside BI or an outside physical therapist, 00:04:16.329 --> 00:04:18.490 this is a really good opportunity for them to 00:04:18.490 --> 00:04:21.189 put some of those thoughts on paper and get those 00:04:21.189 --> 00:04:24.209 to the team. This is also where I always ask 00:04:24.209 --> 00:04:28.110 if... There is a draft copy of the IEP available 00:04:28.110 --> 00:04:31.509 if I am able to look at that so that I kind of 00:04:31.509 --> 00:04:34.350 have eyes on it prior to going into the meeting. 00:04:34.370 --> 00:04:37.509 But that's not that's a best practice. That's 00:04:37.509 --> 00:04:40.129 not nowhere in the law says that they have to. 00:04:40.589 --> 00:04:43.129 and that might be more likely to happen if you 00:04:43.129 --> 00:04:45.730 didn't roll from your eligibility meeting into 00:04:45.730 --> 00:04:49.250 your iep so if you're someone like me who didn't 00:04:49.250 --> 00:04:51.829 have that happen then that's more likely to happen 00:04:51.829 --> 00:04:53.709 because that's what did happen as i did see a 00:04:53.709 --> 00:04:55.490 draft iep prior to the meeting but i don't think 00:04:55.490 --> 00:04:58.149 you did because you just rolled from correct 00:04:58.149 --> 00:05:01.449 one meeting into the next so every situation 00:05:01.449 --> 00:05:07.339 is so different okay So step six, we're at the 00:05:07.339 --> 00:05:09.959 meeting. So at the IEP meeting, the team is going 00:05:09.959 --> 00:05:13.519 to essentially work together to, I mean, you 00:05:13.519 --> 00:05:15.399 can conceptualize it like building a roadmap 00:05:15.399 --> 00:05:18.740 for your child's success for this school year. 00:05:19.100 --> 00:05:21.819 yeah so this is your opportunity to bring your 00:05:21.819 --> 00:05:25.139 voice your expertise your data your knowledge 00:05:25.139 --> 00:05:28.639 about your child and what you want for them yeah 00:05:28.639 --> 00:05:32.420 in the future too yes i think sometimes parents 00:05:32.420 --> 00:05:35.019 are a little nervous that they are going to be 00:05:35.019 --> 00:05:37.000 having to write the goals and that they're going 00:05:37.000 --> 00:05:39.500 to need to be pre -loaded with all this information 00:05:39.500 --> 00:05:41.779 and that's not that's that's not at all it is 00:05:41.779 --> 00:05:44.720 a team we are all these are educators who this 00:05:44.720 --> 00:05:48.019 is their job and so they're going to work amongst 00:05:48.019 --> 00:05:51.019 the team to really figure out those best supports 00:05:51.019 --> 00:05:55.839 and goals. I mean, I think if anything, in my 00:05:55.839 --> 00:05:58.259 experience, it's been they write everything and 00:05:58.259 --> 00:06:02.439 then you provide that last minute input. But 00:06:02.439 --> 00:06:04.420 I also don't want people to get the impression 00:06:04.420 --> 00:06:07.120 that you're only there to provide the last minute 00:06:07.120 --> 00:06:09.459 input because your input is equally as important. 00:06:09.540 --> 00:06:12.990 However, I mean, for the most part, I know for 00:06:12.990 --> 00:06:14.870 myself, I'm not an educational professional. 00:06:14.949 --> 00:06:16.790 I'm not a teacher. I'm not a paraprofessional. 00:06:16.870 --> 00:06:19.509 I'm not any of that. So I really do lean on them 00:06:19.509 --> 00:06:21.810 to be able to write those. I know that you have 00:06:21.810 --> 00:06:24.189 supported and that I have supported teachers 00:06:24.189 --> 00:06:26.449 who are also parents of children with disabilities. 00:06:26.730 --> 00:06:28.930 And again, that's a more unique situation to 00:06:28.930 --> 00:06:31.269 be in because you understand what it's like to 00:06:31.269 --> 00:06:34.939 be in a classroom. Yeah, that, yeah. I got into 00:06:34.939 --> 00:06:38.160 the weeds. Right. So when you're looking at your 00:06:38.160 --> 00:06:41.720 IEP, which I don't I don't have in front of me, 00:06:41.759 --> 00:06:44.319 but I highly encourage you to view our articulate 00:06:44.319 --> 00:06:47.139 on the deep dive in the IEP, because that's also 00:06:47.139 --> 00:06:49.379 going to go through early childhood and transition 00:06:49.379 --> 00:06:53.019 to adulthood. Right. And it'll show you page 00:06:53.019 --> 00:06:56.459 by page of the IEP. So if you're looking at the 00:06:56.459 --> 00:06:58.279 first page, the first thing that you're going 00:06:58.279 --> 00:07:03.269 to see is demographic information. And I. I strongly 00:07:03.269 --> 00:07:06.449 encourage you to double check that for so many 00:07:06.449 --> 00:07:10.509 different reasons. Yes. So people love to pronounce 00:07:10.509 --> 00:07:13.189 the name of the street that I live on wrong. 00:07:13.230 --> 00:07:15.629 And half the time I don't correct them because 00:07:15.629 --> 00:07:18.769 I'm like, what does it matter if the lady at 00:07:18.769 --> 00:07:21.110 Albertsons who hands me my son's meds doesn't 00:07:21.110 --> 00:07:24.160 know how to pronounce? Your street name. But 00:07:24.160 --> 00:07:26.860 I have found that that does become a problem 00:07:26.860 --> 00:07:30.540 if, let's say, for example, your child is melting 00:07:30.540 --> 00:07:33.620 down and they're trying to look at your demographic 00:07:33.620 --> 00:07:35.980 information to give you a call because that's 00:07:35.980 --> 00:07:37.720 part of your crisis plan or whatever the case 00:07:37.720 --> 00:07:40.860 may be. And not only is your street name spelt 00:07:40.860 --> 00:07:43.300 funny, but your phone number got transcribed 00:07:43.300 --> 00:07:45.720 and wrong, too. And then now they cannot contact 00:07:45.720 --> 00:07:49.899 you. So I strongly suggest everyone checks their 00:07:49.899 --> 00:07:52.139 demographic information, even if this is your 00:07:52.199 --> 00:07:54.360 first time it could have been transcribed wrong 00:07:54.360 --> 00:07:58.040 and then if it's your 100th time because this 00:07:58.040 --> 00:08:02.800 last year we our zip code just had randomly been 00:08:02.800 --> 00:08:07.459 changed we haven't moved since 2011 so always 00:08:07.459 --> 00:08:09.560 check it they finally took you from zones and 00:08:09.560 --> 00:08:12.839 gave you a zip code it's weird i don't know what 00:08:12.839 --> 00:08:15.019 it was and i don't know how i even caught it 00:08:15.019 --> 00:08:17.579 because that's not something i even keep my like 00:08:17.579 --> 00:08:20.279 look at because we have lived there for 11 years 00:08:20.279 --> 00:08:22.399 and it hasn't changed but it did i don't know 00:08:22.399 --> 00:08:25.279 so yes update your demographic just lay eyes 00:08:25.279 --> 00:08:29.800 on it yeah important for all of the reasons uh 00:08:29.800 --> 00:08:32.500 and then we're gonna another thing that that 00:08:32.500 --> 00:08:35.980 first page of iep is gonna do is check to see 00:08:35.980 --> 00:08:39.509 who's in attendance So are all of the people 00:08:39.509 --> 00:08:41.950 it's not that you need a quorum to have an IEP 00:08:41.950 --> 00:08:44.450 meeting but you kind of do are all of the people 00:08:44.450 --> 00:08:46.730 that are there that need to be there are they 00:08:46.730 --> 00:08:49.549 there now in some instances some school districts 00:08:49.549 --> 00:08:53.309 will continue to have a meeting if not all of 00:08:53.309 --> 00:08:56.950 the people are there. If yeah. but best practice 00:08:56.950 --> 00:08:59.169 again is that you know about that in advance 00:08:59.169 --> 00:09:02.389 and that you have signed agreeing to excuse that 00:09:02.389 --> 00:09:06.009 individual i have been in an iep meeting where 00:09:06.009 --> 00:09:08.509 the speech language pathologists needed to get 00:09:08.509 --> 00:09:14.379 up and go to support another student so we Reworked 00:09:14.379 --> 00:09:18.299 the agenda. Exactly. My brain just. Both of us 00:09:18.299 --> 00:09:21.240 just stopped working. Yes. So they changed the 00:09:21.240 --> 00:09:23.059 order in which the agenda was supposed to roll. 00:09:23.139 --> 00:09:24.840 So the speech language pathologist was able to 00:09:24.840 --> 00:09:27.220 go first so that they could then be excused. 00:09:27.220 --> 00:09:29.759 Perfect. So just remember that, too. And then 00:09:29.759 --> 00:09:33.940 everyone is going to sign their name that they 00:09:33.940 --> 00:09:38.200 were in attendance. Now, we're assuming that 00:09:38.200 --> 00:09:45.409 this is the very first IEP. Ever. In the state 00:09:45.409 --> 00:09:48.529 of Idaho, if it is your very first IEP ever, 00:09:48.690 --> 00:09:52.350 you are signing that you're in attendance and 00:09:52.350 --> 00:09:57.190 that you agree. However, if this is not your 00:09:57.190 --> 00:10:00.470 first IEP and this is just this year's evaluation, 00:10:01.070 --> 00:10:04.009 you're signing that you're in attendance only, 00:10:04.129 --> 00:10:08.720 not that you agree. I am assuming that we may 00:10:08.720 --> 00:10:10.779 have some individuals listening to this who may 00:10:10.779 --> 00:10:14.039 be coming from other states. I'm not saying that 00:10:14.039 --> 00:10:15.960 you're from California, but I am saying that 00:10:15.960 --> 00:10:20.039 I do know in California. Every time you sign 00:10:20.039 --> 00:10:22.460 an IEP, you're signing that you agree. And that 00:10:22.460 --> 00:10:25.679 is not true in the state of Idaho. No. And we 00:10:25.679 --> 00:10:27.580 get a lot of those calls. Yeah. We get a lot 00:10:27.580 --> 00:10:29.759 of those questions because in other states, states 00:10:29.759 --> 00:10:32.220 do things different. And the way Idaho does it, 00:10:32.279 --> 00:10:34.580 you are only signing for attendance. This is 00:10:34.580 --> 00:10:36.720 a question we see a lot in the Facebook groups. 00:10:36.840 --> 00:10:40.659 Don't sign it. Unfortunately, that's not accurate 00:10:40.659 --> 00:10:44.860 information. Parents absolutely have time after 00:10:44.860 --> 00:10:49.710 the IEP meeting to... till you know 10 days baby 00:10:49.710 --> 00:10:52.570 exactly to get in and lodge I don't want to say 00:10:52.570 --> 00:10:55.309 lodge their complaints but really um you know 00:10:55.309 --> 00:10:57.509 try to work with the team and figure out what 00:10:57.509 --> 00:10:59.509 they didn't like what they weren't agreeing to 00:10:59.509 --> 00:11:03.990 and then but you are only if it's if it's a second 00:11:03.990 --> 00:11:07.009 third fourth you're just signing that you are 00:11:07.009 --> 00:11:10.840 you were there in attendance exactly yeah but 00:11:10.840 --> 00:11:13.559 you have a lot of other options that you can 00:11:13.559 --> 00:11:16.279 do if for some reason you you're in a disagreement 00:11:16.279 --> 00:11:18.500 if you've signed and then you've gone home afterwards 00:11:18.500 --> 00:11:21.480 and you thought ah crud i don't really care for 00:11:21.480 --> 00:11:24.200 that that much then you still have things that 00:11:24.200 --> 00:11:26.259 you can do to go back another thing that happens 00:11:26.259 --> 00:11:29.179 on the first page that i think we get a lot of 00:11:29.179 --> 00:11:32.860 questions about is medicaid billing so when you 00:11:32.860 --> 00:11:36.220 sign or check the box and say yes that they can 00:11:36.220 --> 00:11:39.909 build medicaid on your behalf All that they're 00:11:39.909 --> 00:11:42.470 doing is getting some more money from the school. 00:11:42.940 --> 00:11:45.440 If you have a child with a developmental disability 00:11:45.440 --> 00:11:48.879 or a special health care need and you are accessing 00:11:48.879 --> 00:11:51.379 supports in the community through the family 00:11:51.379 --> 00:11:53.840 directed service pathway or the traditional pathway 00:11:53.840 --> 00:11:56.860 and you have received a budget from the Department 00:11:56.860 --> 00:11:58.740 of Health and Welfare, a lot of times parents 00:11:58.740 --> 00:12:01.259 become concerned that once they check that box, 00:12:01.440 --> 00:12:03.879 that means that that money is coming from their 00:12:03.879 --> 00:12:06.720 community supports budget. And I can assure you 00:12:06.720 --> 00:12:09.519 with every fiber of my being that it is not coming 00:12:09.519 --> 00:12:12.450 from your community supports budget. It is, in 00:12:12.450 --> 00:12:14.769 fact, just money from Medicaid to help support 00:12:14.769 --> 00:12:16.929 the school. Absolutely. School -based Medicaid 00:12:16.929 --> 00:12:19.490 is completely different from our home and community 00:12:19.490 --> 00:12:21.870 -based supports. They're different buckets. One 00:12:21.870 --> 00:12:24.629 is not going to affect the other. And you're 00:12:24.629 --> 00:12:27.309 right. A lot of times parents don't want to sign 00:12:27.309 --> 00:12:31.009 just because of that misinformation. Schools 00:12:31.009 --> 00:12:33.789 are not getting rich by billing Medicaid for 00:12:33.789 --> 00:12:35.690 our students. In fact, Medicaid reimbursement 00:12:35.690 --> 00:12:38.029 rates are below that of usually the community. 00:12:38.779 --> 00:12:40.940 i was just about to say schools aren't even breaking 00:12:40.940 --> 00:12:43.299 even when they build money they're not so this 00:12:43.299 --> 00:12:47.379 is just one more funding stream for them to both 00:12:47.379 --> 00:12:50.519 stream exactly and kids like my child are expensive 00:12:50.519 --> 00:12:53.080 he requires personal care support speech supports 00:12:53.080 --> 00:12:56.299 behavioral intervention so those are medicaid 00:12:56.299 --> 00:12:59.240 reimbursable services that the school can bill 00:12:59.240 --> 00:13:02.240 for and it helps offset some of his costs exactly 00:13:02.240 --> 00:13:04.559 yeah so it's one of those things where it's like 00:13:04.559 --> 00:13:07.620 i might i mean Any way I can help you, I can. 00:13:07.759 --> 00:13:11.080 Absolutely. And at any given time, if you sign 00:13:11.080 --> 00:13:13.360 that and don't and then want to pull that back, 00:13:13.559 --> 00:13:16.759 you can. No questions asked. No questions asked. 00:13:16.879 --> 00:13:19.039 Absolutely. So the next thing you're going to 00:13:19.039 --> 00:13:22.759 see on there is your plot, essentially the present 00:13:22.759 --> 00:13:24.960 levels of academic and functional performance. 00:13:25.700 --> 00:13:28.580 Sorry, I like to call it a benchmark. People 00:13:28.580 --> 00:13:31.200 just know what that means because we call it 00:13:31.200 --> 00:13:34.240 fancy things. Only because we like to, though. 00:13:34.539 --> 00:13:37.539 So it's a benchmark. It explains how learning 00:13:37.539 --> 00:13:40.980 differences affect your child's ability to access 00:13:40.980 --> 00:13:43.799 general education curriculum. It explains how 00:13:43.799 --> 00:13:47.240 your child handles academic subjects and everyday 00:13:47.240 --> 00:13:50.279 functional activities from socializing to tying 00:13:50.279 --> 00:13:54.559 shoelaces. And this is really important that 00:13:54.559 --> 00:13:58.559 you give your parent input. Yeah. On these benchmarks 00:13:58.559 --> 00:14:03.019 because you also are your child's. Right. Professional. 00:14:03.139 --> 00:14:06.159 If it's helpful. I would also like to say when 00:14:06.159 --> 00:14:10.720 you're providing these vignettes about your child 00:14:10.720 --> 00:14:15.620 to also contextualize it in your brain for academic 00:14:15.620 --> 00:14:19.340 settings. Yeah. Because a lot of times I go, 00:14:19.399 --> 00:14:21.240 well, that's never going to work. And then I'm 00:14:21.240 --> 00:14:23.220 only thinking about it in the context of home. 00:14:23.360 --> 00:14:25.039 And then I'm like, oh, my gosh, it might actually 00:14:25.039 --> 00:14:27.200 work at school because there's more kids acting 00:14:27.200 --> 00:14:29.519 as role models. So remember, before you give 00:14:29.519 --> 00:14:32.340 advice, to put it in the context of an academic 00:14:32.340 --> 00:14:35.080 setting and not a community support setting. 00:14:35.460 --> 00:14:38.220 Yeah. I've done that before. How many times have 00:14:38.220 --> 00:14:41.179 we heard? I mean, I've looked at my child's teacher 00:14:41.179 --> 00:14:43.279 and gone, you've got to be kidding me. He can 00:14:43.279 --> 00:14:46.820 do that? He does that at school? Exactly. Yeah. 00:14:47.279 --> 00:14:51.039 So yeah, think educationally context. So then 00:14:51.039 --> 00:14:53.299 we're going to move on. We've looked at from 00:14:53.299 --> 00:14:55.720 what you write in the PLAP and the PLOF and the 00:14:55.720 --> 00:14:58.940 benchmark section. From there, that's what they 00:14:58.940 --> 00:15:02.100 use to determine annual goals. So when they're 00:15:02.100 --> 00:15:03.519 talking about annual goals, they're going to 00:15:03.519 --> 00:15:07.440 say who, what's going to be achieved, what skill, 00:15:07.600 --> 00:15:10.820 what behavior, how, in what manner, at what level, 00:15:10.980 --> 00:15:14.559 where. In what setting and under which conditions 00:15:14.559 --> 00:15:17.340 and when, by what date and time. So we're setting 00:15:17.340 --> 00:15:22.120 these SMART goals, measurable, attainable, time 00:15:22.120 --> 00:15:25.279 bound. What's the S and the R, do you remember? 00:15:26.600 --> 00:15:30.940 Specific, measurable, attainable, realistic and 00:15:30.940 --> 00:15:33.419 time bound. We are realistic and timely. Yes, 00:15:33.460 --> 00:15:36.919 we did it. And that's the big thing, like how 00:15:36.919 --> 00:15:39.259 this is where you as a parent, you're going to 00:15:39.259 --> 00:15:42.120 know when they're collecting data. and when you 00:15:42.120 --> 00:15:44.919 can access that data so is it going to be weekly 00:15:44.919 --> 00:15:47.379 monthly how are they collecting it is observation 00:15:47.379 --> 00:15:50.740 is it you know it's good information in here 00:15:50.740 --> 00:15:52.539 also i'm going to take this part to say that 00:15:52.539 --> 00:15:54.960 you should be receiving those observational data 00:15:54.960 --> 00:15:58.019 that measurement at least concurrent with report 00:15:58.019 --> 00:16:02.080 cards if not more depending on how yeah reporting 00:16:02.080 --> 00:16:05.379 is done in your iep but it's at least concurrent 00:16:05.379 --> 00:16:08.679 with report cards so let's talk more about goals 00:16:08.679 --> 00:16:13.240 in specific strength based goals so these are 00:16:13.240 --> 00:16:16.240 goals that build on what your child does well 00:16:16.240 --> 00:16:19.940 while also acknowledging challenges but focusing 00:16:19.940 --> 00:16:25.240 on using their strengths to grow because how 00:16:25.240 --> 00:16:28.700 we talk about our children is sometimes who they 00:16:28.700 --> 00:16:32.840 become right and we've seen especially especially 00:16:32.840 --> 00:16:37.350 and maybe this is just me but in transition the 00:16:37.350 --> 00:16:39.090 language becomes even more important because 00:16:39.090 --> 00:16:42.950 the child is in the room. So I'm just going to 00:16:42.950 --> 00:16:44.730 give you some examples of some strength -based 00:16:44.730 --> 00:16:47.429 IEP goals that I made, and then Melissa will 00:16:47.429 --> 00:16:50.470 tell me if they pass or if they don't pass. There 00:16:50.470 --> 00:16:57.309 are no tricks. I feel like she's alive. So we're 00:16:57.309 --> 00:17:00.230 going to pretend that we know a child with autism. 00:17:00.779 --> 00:17:04.019 So given a visual schedule, Marcus will independently 00:17:04.019 --> 00:17:06.839 transition between classroom activities with 00:17:06.839 --> 00:17:09.940 no more than one prompt four out of five days 00:17:09.940 --> 00:17:13.819 of the week. Okay. That one seems good. I like 00:17:13.819 --> 00:17:16.099 that one. Yeah. Hopefully these are all good. 00:17:16.240 --> 00:17:19.180 None of these are a trick, I promise. So then 00:17:19.180 --> 00:17:23.059 I picked a student with ADHD who enjoys hands 00:17:23.059 --> 00:17:26.460 -on activities. Using a fidget tool and movement 00:17:26.460 --> 00:17:29.339 breaks, Janelle will complete multi -step assignments 00:17:29.339 --> 00:17:32.900 with 80 % accuracy in four out of five discrete 00:17:32.900 --> 00:17:36.960 trials. Yeah. I know when you're going to gather, 00:17:37.140 --> 00:17:39.440 how you're gathering, when you're gathering. 00:17:39.720 --> 00:17:42.420 Yeah. Yeah. And then this sets the teacher up 00:17:42.420 --> 00:17:44.640 to know, I'm going to need a fidget tool and 00:17:44.640 --> 00:17:46.359 I'm going to need movement breaks. Because it's 00:17:46.359 --> 00:17:49.240 not. Janelle really struggles with completing 00:17:49.240 --> 00:17:52.769 multi -step assignments. So going forward. Teacher 00:17:52.769 --> 00:17:55.289 will use a fidget tool and movement breaks. See, 00:17:55.349 --> 00:17:57.789 that was unnecessary. Yeah, just wording it that 00:17:57.789 --> 00:18:01.329 way, it doesn't make any sense. And oftentimes 00:18:01.329 --> 00:18:06.849 we see IEPs written that way, whether it is intentional 00:18:06.849 --> 00:18:10.049 or not, but it's not strength -based, and it 00:18:10.049 --> 00:18:13.130 sets that student up, unfortunately, just to 00:18:13.130 --> 00:18:15.230 be deficit -based. So we don't want that. No. 00:18:15.309 --> 00:18:16.930 Can I do one more, though? Oh, please. Can I 00:18:16.930 --> 00:18:19.450 just do one more? Because this one I was proud 00:18:19.450 --> 00:18:22.930 of. Okay. Given text -to -speech tools, Eli will 00:18:22.930 --> 00:18:25.390 summarize a grade -level passage orally with 00:18:25.390 --> 00:18:27.369 key details in three out of four opportunities. 00:18:27.670 --> 00:18:31.250 Wow. I know. Thank you. But that is a great use 00:18:31.250 --> 00:18:33.490 of assistive technology because a lot of times 00:18:33.490 --> 00:18:37.410 teams freak out. Yeah. When parents say, hey, 00:18:37.430 --> 00:18:39.109 wait, let's incorporate some assistive technology. 00:18:39.529 --> 00:18:41.990 Teams freak. Especially when you're using an 00:18:41.990 --> 00:18:44.190 AAC device that they're not trained on. Uh -huh. 00:18:44.309 --> 00:18:47.609 And justifiable. Those are great. Those are measurable. 00:18:48.670 --> 00:18:51.569 They're timely. That is exactly like having a 00:18:51.569 --> 00:18:54.009 student who comes in and nobody knows how to 00:18:54.009 --> 00:18:56.490 speak that language. That's exactly what it is. 00:18:56.650 --> 00:18:58.950 Because it's just a rare language from a country 00:18:58.950 --> 00:19:01.049 that's far away from us and we don't know how 00:19:01.049 --> 00:19:02.630 to speak it. But guess what? We're going to learn. 00:19:02.730 --> 00:19:04.630 Guess what? We're going to learn today. And now 00:19:04.630 --> 00:19:06.349 I feel really bad because I just dropped my kid 00:19:06.349 --> 00:19:08.150 off at school this morning with a teen that he's 00:19:08.150 --> 00:19:10.390 very... And you know what? They're going to learn. 00:19:10.849 --> 00:19:13.289 They're going to learn today. I haven't got a 00:19:13.289 --> 00:19:17.329 phone call, so... okay so now we've uh we've 00:19:17.329 --> 00:19:19.150 got some benchmarks we've written some goals 00:19:19.150 --> 00:19:22.509 so now we need to determine who is going to help 00:19:22.509 --> 00:19:25.170 them with these goals because we've decided that 00:19:25.170 --> 00:19:28.190 this child does need specialized instruction 00:19:28.190 --> 00:19:32.849 so we talk about special education and related 00:19:32.849 --> 00:19:35.769 supports we're looking at how often will the 00:19:35.769 --> 00:19:39.289 child receive these services so number of times 00:19:39.289 --> 00:19:43.900 per day or week How long each session will last. 00:19:44.059 --> 00:19:46.740 So that's the number of minutes for OT, occupational 00:19:46.740 --> 00:19:49.559 therapy, physical therapy, speech language pathology, 00:19:49.680 --> 00:19:52.119 behavioral intervention, positive behavioral 00:19:52.119 --> 00:19:54.660 interventions and supports, whatever your child 00:19:54.660 --> 00:19:57.920 is needing help with. And then where the services 00:19:57.920 --> 00:20:00.980 will be provided. So that can be in a push -in 00:20:00.980 --> 00:20:03.380 setting in the classroom or a pull -out setting. 00:20:04.200 --> 00:20:08.319 In a small group setting, in the special education 00:20:08.319 --> 00:20:12.099 classroom, in the resource room, and when services 00:20:12.099 --> 00:20:16.140 will begin and when they will end. So for my 00:20:16.140 --> 00:20:20.160 child, this looked like positive behavioral interventions 00:20:20.160 --> 00:20:24.059 and supports that he was pulled out of the classroom 00:20:24.059 --> 00:20:26.440 for and he went to the special education classroom. 00:20:26.740 --> 00:20:31.880 He did that three times a week. I don't know, 00:20:31.940 --> 00:20:34.380 20 minutes each time or something like that. 00:20:34.460 --> 00:20:36.359 But if you were getting behavioral intervention, 00:20:36.640 --> 00:20:39.779 one -to -one support too, that would also be 00:20:39.779 --> 00:20:43.480 found in that service minutes grid. So we have, 00:20:43.619 --> 00:20:46.339 especially last year, it really felt like this 00:20:46.339 --> 00:20:50.160 was a big hot topic last year. How do I figure 00:20:50.160 --> 00:20:54.240 out? in my child's IEP where his one -to -one 00:20:54.240 --> 00:20:57.000 is. And you're going to find it in that service 00:20:57.000 --> 00:20:59.859 grid. You can even go so far as to say, okay, 00:20:59.980 --> 00:21:02.099 well, if school starts at eight and it ends at 00:21:02.099 --> 00:21:04.920 three, this is how many minutes elapse between 00:21:04.920 --> 00:21:06.799 eight and three. And then you can go to your 00:21:06.799 --> 00:21:10.279 service grid and you can say, oh, 1 ,600 hours 00:21:10.279 --> 00:21:13.440 for one -to -one. Then you know you're hitting 00:21:13.440 --> 00:21:15.619 full -time support. So those are ways that you 00:21:15.619 --> 00:21:18.880 can do it without even needing to ask someone, 00:21:18.960 --> 00:21:21.849 I guess. And then you're going to look at placement. 00:21:21.869 --> 00:21:24.210 So this is really where we start talking about 00:21:24.210 --> 00:21:29.210 LRE or least restricted environment and how much 00:21:29.210 --> 00:21:33.710 time is a child spending with his typically developing 00:21:33.710 --> 00:21:37.509 peers. Because the goal is always to spend as 00:21:37.509 --> 00:21:40.910 much time with your typically developing peers 00:21:40.910 --> 00:21:48.670 as appropriate. And so that'll look like gen 00:21:48.670 --> 00:21:52.880 ed time. On an IEP. So you'll see, you know, 00:21:52.880 --> 00:21:55.359 how much is the student in a general education 00:21:55.359 --> 00:21:59.359 setting versus a special education setting. And 00:21:59.359 --> 00:22:02.579 there will be percentages. And as we move through 00:22:02.579 --> 00:22:06.579 and become more and more restrictive, we have 00:22:06.579 --> 00:22:13.500 different placement options that may. Right. 00:22:13.940 --> 00:22:17.180 Because you could have a child who is pulled 00:22:17.180 --> 00:22:19.500 out for math, but then spends all the rest of 00:22:19.500 --> 00:22:21.119 their time with their typically developing peers. 00:22:21.220 --> 00:22:23.900 Or alternatively, on the other end of the spectrum, 00:22:24.059 --> 00:22:27.299 you may have a child who only sees their typically 00:22:27.299 --> 00:22:33.180 developing peers at lunch or at a gymnasium. 00:22:33.740 --> 00:22:36.480 Adaptive PE or something like that. So I wanted 00:22:36.480 --> 00:22:40.660 to just read out some options. that we have seen 00:22:40.660 --> 00:22:44.099 in the state of Idaho of different least restrictive 00:22:44.099 --> 00:22:45.940 environments, because least restrictive environment 00:22:45.940 --> 00:22:48.400 is always supposed to be a philosophy and less 00:22:48.400 --> 00:22:51.140 of a place. But the philosophy also has to take 00:22:51.140 --> 00:22:56.150 place somewhere. So it could be. One of these 00:22:56.150 --> 00:22:58.890 classrooms, a combination of these classrooms, 00:22:59.049 --> 00:23:02.170 and the way it can fluctuate over the school 00:23:02.170 --> 00:23:05.710 year is also important. So just because you get 00:23:05.710 --> 00:23:09.690 an Excel, an Ascent, an SLC classroom, Structured 00:23:09.690 --> 00:23:11.789 Learning Center, doesn't mean that you're going 00:23:11.789 --> 00:23:15.650 to be in there forever. Okay, again, sorry. Here 00:23:15.650 --> 00:23:18.269 are some options. The general education classroom, 00:23:18.569 --> 00:23:20.569 the general education classroom with supports. 00:23:21.369 --> 00:23:23.529 a self -contained special education classroom, 00:23:23.750 --> 00:23:26.970 a private school with a program or teaching style 00:23:26.970 --> 00:23:30.809 that meets a specific need, a state school like 00:23:30.809 --> 00:23:34.109 the School for the Deaf and the Blind over in 00:23:34.109 --> 00:23:38.950 Gooding, a homebound instruction, online school, 00:23:39.150 --> 00:23:42.390 residential care, treatment facility, and again, 00:23:42.470 --> 00:23:47.289 any combination of those above. So another thing 00:23:47.289 --> 00:23:49.470 that you're going to see on there is accommodations 00:23:49.470 --> 00:23:53.730 and modifications. So accommodations, again, 00:23:53.910 --> 00:23:57.910 are changes to how a student learns. So that's 00:23:57.910 --> 00:24:01.029 going back up to that IEP goal of that student 00:24:01.029 --> 00:24:04.269 who needed a fidget spinner or who needed extra 00:24:04.269 --> 00:24:07.829 time or movement breaks. Those are all accommodations 00:24:07.829 --> 00:24:11.589 versus a modification, which is what's really. 00:24:13.110 --> 00:24:16.589 separating out an IEP from a 504, which is that 00:24:16.589 --> 00:24:20.609 you need that specially designed instruction. 00:24:20.670 --> 00:24:23.910 So that's when that one student went to math 00:24:23.910 --> 00:24:27.869 class. They left the typical education classroom 00:24:27.869 --> 00:24:30.809 and went to a different room to do math. And 00:24:30.809 --> 00:24:32.809 that was their modification. So you're going 00:24:32.809 --> 00:24:36.410 to get like a service delivery statement. Right. 00:24:36.890 --> 00:24:39.329 Can you give some more examples of modifications? 00:24:39.549 --> 00:24:42.150 Because I can't come up with them off the top 00:24:42.150 --> 00:24:45.630 of my head because I didn't really. Well, I mean, 00:24:45.650 --> 00:24:48.910 any modification to curriculum. So, for example, 00:24:49.029 --> 00:24:53.109 my son is a ninth grader. He is not doing ninth 00:24:53.109 --> 00:24:56.460 grade algebra. But instead, a math equivalent 00:24:56.460 --> 00:25:01.079 for his developmental age is sorting activities. 00:25:01.519 --> 00:25:05.160 So we are very much altering his curriculum. 00:25:05.240 --> 00:25:07.799 We're modifying his curriculum. He still has 00:25:07.799 --> 00:25:11.400 math curriculum. Exactly. It's just not what 00:25:11.400 --> 00:25:14.240 his typical peers in ninth grade are doing. It's 00:25:14.240 --> 00:25:16.500 what's appropriate for him. Absolutely. But no 00:25:16.500 --> 00:25:18.740 matter what, when you send your son to school, 00:25:18.859 --> 00:25:21.039 you know he's doing reading. I know he's doing 00:25:21.039 --> 00:25:24.509 math. It's just whatever is appropriate. How 00:25:24.509 --> 00:25:27.150 are we modifying it for that student? Yeah. And 00:25:27.150 --> 00:25:29.269 we're also going to head into a section called 00:25:29.269 --> 00:25:32.950 Participation in State Local District Assessments. 00:25:33.109 --> 00:25:38.730 And I think that almost everyone participates 00:25:38.730 --> 00:25:41.970 in assessments. And again. just like their all 00:25:41.970 --> 00:25:45.390 of their education it's to what extent is appropriate 00:25:45.390 --> 00:25:49.029 for them so in some cases that looks like a child 00:25:49.029 --> 00:25:51.690 who completes the whole assessment or gets through 00:25:51.690 --> 00:25:54.130 the first 20 questions or just clicks through 00:25:54.130 --> 00:25:58.930 one right yep okay whatever that student needs 00:25:59.529 --> 00:26:01.990 Yeah. And I kind of look at it and my student 00:26:01.990 --> 00:26:04.369 is one of those that probably clicks through 00:26:04.369 --> 00:26:08.150 two or three. But I kind of look at as it all 00:26:08.150 --> 00:26:11.490 of his peers get that opportunity and he needs 00:26:11.490 --> 00:26:14.630 that opportunity as well. So whether or not he 00:26:14.630 --> 00:26:18.470 accesses the entirety of it, no big deal. He 00:26:18.470 --> 00:26:20.329 has the opportunity to access it in whatever 00:26:20.329 --> 00:26:23.470 capacity works for him. And that's another that's 00:26:23.470 --> 00:26:27.880 another really good segue into. It may be different 00:26:27.880 --> 00:26:30.740 in the great state of Ada versus other parts 00:26:30.740 --> 00:26:33.720 of the state of Idaho. So a parent may call and 00:26:33.720 --> 00:26:37.019 say, my child is only going to school four days 00:26:37.019 --> 00:26:39.440 a week. And the first question is always going 00:26:39.440 --> 00:26:42.460 to be, do the general education students go to 00:26:42.460 --> 00:26:43.980 school four days a week? Because if the answer 00:26:43.980 --> 00:26:47.079 to that is yes, your child is a general education 00:26:47.079 --> 00:26:49.819 student before they are a special education student. 00:26:50.000 --> 00:26:52.599 So if all students only go to school four days 00:26:52.599 --> 00:26:54.779 a week, then your student will only go to school 00:26:54.779 --> 00:26:58.690 four days a week. Exactly. It's that. If all 00:26:58.690 --> 00:27:02.049 students start at 9 p .m. or 9 a .m., sorry, 00:27:02.150 --> 00:27:04.470 then you're going to start at 9 a .m. Yes. It 00:27:04.470 --> 00:27:08.210 becomes a problem. When we are shortening school 00:27:08.210 --> 00:27:11.170 days for special education. When your child needs 00:27:11.170 --> 00:27:14.750 to get on the bus 30 minutes before the school 00:27:14.750 --> 00:27:16.789 day starts. That's when we start asking some 00:27:16.789 --> 00:27:21.279 questions. So what if made it to the IEP? What 00:27:21.279 --> 00:27:23.779 are we going to do if something doesn't feel 00:27:23.779 --> 00:27:29.359 right with goal services placement? Well, first 00:27:29.359 --> 00:27:33.400 off, you can always put it in writing. Yeah. 00:27:33.980 --> 00:27:38.119 Always put it in writing and say, I have, I would 00:27:38.119 --> 00:27:40.259 like to make a formal dispute. And I know that 00:27:40.259 --> 00:27:42.019 those sound like scary words, but they're really 00:27:42.019 --> 00:27:45.500 not. I just, I would like the team to meet again 00:27:45.500 --> 00:27:49.250 so that we can talk about. some of the things 00:27:49.250 --> 00:27:51.950 that I noticed that we only have 30 minutes of 00:27:51.950 --> 00:27:55.049 behavioral intervention in our service grid and 00:27:55.049 --> 00:27:58.329 I just think that given Janelle's eligibility 00:27:58.329 --> 00:28:02.069 report she could really benefit from more time 00:28:02.069 --> 00:28:05.829 can I can we me and then we can go over why it 00:28:05.829 --> 00:28:08.609 was 30 minutes do we think that maybe it'll restrict 00:28:08.609 --> 00:28:11.869 her Independence if she has more time are we 00:28:11.869 --> 00:28:14.589 just kind of trying to it's really just bringing 00:28:14.589 --> 00:28:18.119 the conversation and that's I guess the Thing 00:28:18.119 --> 00:28:20.599 that I want people to leave with, you always 00:28:20.599 --> 00:28:23.619 have the right to call an IEP meeting, whether 00:28:23.619 --> 00:28:26.579 it's off cycle or not. You always have that right. 00:28:26.619 --> 00:28:29.619 Put it in writing. Always. But you always are 00:28:29.619 --> 00:28:32.319 within your rights to call a team meeting and 00:28:32.319 --> 00:28:36.299 get everybody on board. So you're sitting here 00:28:36.299 --> 00:28:38.799 right now listening to this and school has not 00:28:38.799 --> 00:28:43.200 started yet or school has just started. I tried 00:28:43.200 --> 00:28:45.740 to time these to where they would all be out 00:28:45.740 --> 00:28:48.460 before school started. And that, you know, really 00:28:48.460 --> 00:28:50.319 just did not work in my favor. But holy cow, 00:28:50.420 --> 00:28:53.059 school started so early. I know. I was not ready 00:28:53.059 --> 00:28:54.980 for school to start. So what do you do today? 00:28:55.549 --> 00:28:58.210 I would say that number one, you can always, 00:28:58.369 --> 00:29:01.210 especially if this is not your first IEP, request 00:29:01.210 --> 00:29:05.009 a draft ahead of the meeting. Review it. Be prepared. 00:29:05.170 --> 00:29:09.009 Use that small window of time that you have with 00:29:09.009 --> 00:29:12.029 the staff. Use it wisely by knowing what's coming. 00:29:12.210 --> 00:29:16.240 Yeah, absolutely. Review the evaluation. Review 00:29:16.240 --> 00:29:19.640 the eligibility. Write down your questions. Say, 00:29:19.839 --> 00:29:23.000 hey, we're just coming off the summer. There 00:29:23.000 --> 00:29:25.700 could be new skills that have been gained. You 00:29:25.700 --> 00:29:28.660 might say, you might get the old IEP and say, 00:29:28.740 --> 00:29:30.660 oh my gosh, like we already know how to do this. 00:29:30.759 --> 00:29:32.720 I think that we need to call a meeting earlier 00:29:32.720 --> 00:29:35.119 than normal so we can all come back together, 00:29:35.299 --> 00:29:39.119 meet, and I can say, hey, so -and -so developed 00:29:39.119 --> 00:29:41.440 this skill over the summer. I think we might 00:29:41.440 --> 00:29:44.299 need to readjust and it might need some new assessments. 00:29:45.180 --> 00:29:47.119 And that's okay. And the team actually wants 00:29:47.119 --> 00:29:50.819 that input from you. They want all input. They 00:29:50.819 --> 00:29:53.380 do. They really do. Come with a list of strengths. 00:29:53.460 --> 00:29:56.700 Again, if your child gained a new skill, request 00:29:56.700 --> 00:29:59.720 specific supports and services. Come with your 00:29:59.720 --> 00:30:02.180 data. Come with your data. So, for instance, 00:30:02.319 --> 00:30:05.279 I could say, oh, my son, over the summer, he 00:30:05.279 --> 00:30:08.119 went from four hours of therapy a week to 29 00:30:08.119 --> 00:30:10.880 hours of therapy a week over the summer. And, 00:30:10.940 --> 00:30:13.279 oh, my gosh, the leaps and bounds of great things 00:30:13.279 --> 00:30:17.930 that he did. over this summer have been astronomical. 00:30:18.829 --> 00:30:21.410 And you have the data to support. But my question 00:30:21.410 --> 00:30:23.569 also becomes, how do we translate those skills 00:30:23.569 --> 00:30:28.009 into the school setting? On another podcast. 00:30:28.470 --> 00:30:31.089 Exactly. Bring a family member, bring a friend. 00:30:31.190 --> 00:30:33.410 This is the time to make sure that, hey, I'm 00:30:33.410 --> 00:30:35.430 going to request this IEP meeting. I'm going 00:30:35.430 --> 00:30:38.140 to ask for it. You know, as soon as possible. 00:30:38.160 --> 00:30:40.400 But if they give me some dates, can you, I'll 00:30:40.400 --> 00:30:42.220 shoot them to you so you can come with me. Speak 00:30:42.220 --> 00:30:45.000 up if you need more time. If you need a break. 00:30:45.059 --> 00:30:47.480 Okay, yeah. In the IEP meeting, I need to go 00:30:47.480 --> 00:30:49.140 get a drink of water. I need to go to the hall 00:30:49.140 --> 00:30:53.240 and collect myself. 100%. I need to pop a piece 00:30:53.240 --> 00:30:57.220 of chocolate in. Yeah, something. And also, just 00:30:57.220 --> 00:31:01.039 remember that, you know, someone could be working 00:31:01.039 --> 00:31:04.279 through their lunch. Someone, you could have 00:31:04.279 --> 00:31:06.839 just been. gotten off the phone with medicaid 00:31:06.839 --> 00:31:09.740 it could be a hundred handful of different things 00:31:09.740 --> 00:31:15.240 just just by two cents so today we've covered 00:31:15.240 --> 00:31:17.619 steps five and six so scheduling the meeting 00:31:17.619 --> 00:31:20.680 and holding the meeting and these are arguably 00:31:20.680 --> 00:31:25.000 kind of the crux of the whole special education 00:31:25.000 --> 00:31:28.750 process is really this iep meeting And when it's 00:31:28.750 --> 00:31:32.109 written with your input and built around strengths, 00:31:32.450 --> 00:31:38.150 it becomes more than a legal document. It's really 00:31:38.150 --> 00:31:41.349 a plan for the child and it's used faithfully. 00:31:41.430 --> 00:31:44.009 So next time we're going to dive into step seven 00:31:44.009 --> 00:31:46.230 and eight, which means there's only two parts 00:31:46.230 --> 00:31:50.500 left of this. And this from here on kind of becomes 00:31:50.500 --> 00:31:55.480 how to adjust the IEP, how to adapt it, what 00:31:55.480 --> 00:31:58.000 happens at the three -year mark, because no matter 00:31:58.000 --> 00:31:59.900 what, you're getting more assessments than two. 00:32:00.059 --> 00:32:04.019 So until then, please remember that you know 00:32:04.019 --> 00:32:06.460 your child best. Please reach out to us. If you 00:32:06.460 --> 00:32:10.059 have any questions, go forth and be a great member 00:32:10.059 --> 00:32:12.420 of the IEP team. That was like Daniel Tiger. 00:32:13.059 --> 00:32:17.430 Great. Daniel Tiger. The frosted blade. You're 00:32:17.430 --> 00:32:20.410 great. Daniel. Daniel Tiger would have been like, 00:32:20.450 --> 00:32:25.990 you're great. I'm great. We're great. I believe 00:32:25.990 --> 00:32:36.269 you on that one. Bye. Thank you so much, everyone 00:32:36.269 --> 00:32:39.269 out there for listening in. If you are in Idaho 00:32:39.269 --> 00:32:42.970 or planning on moving to Idaho and have any questions 00:32:42.970 --> 00:32:45.730 on systems or services for children with disabilities, 00:32:45.990 --> 00:32:49.549 please consider reaching out to us on our website 00:32:49.549 --> 00:32:59.109 at iPullIdaho .org or by calling us at 208 -342 00:32:59.109 --> 00:33:03.349 -5884. Be sure to tune in next time. Until then, 00:33:03.410 --> 00:33:06.430 this has been Unlimited Parenting. Thanks for 00:33:06.430 --> 00:33:06.829 listening!